Weekly Writing Experience: Informational
$22.00
Your child learns so much, but can they explain it in writing?
They come home from a museum full of facts, or finish a documentary with a hundred thoughts. Then you ask them to write about it and get two sentences and a shrug. Writing about real information is a skill, and it can be taught one week at a time.
This guide gives you a simple weekly writing system built on what your child already experienced. You connect it to the informational reading skill they’re working on, and they write one strong piece each week.
What changes when you use this guide
Your child explains their thinking clearly, with details that support their main idea.
Writing grows straight out of their reading skills, so both get stronger together.
You know exactly what to say during revision instead of fixing it yourself.
Your child finishes a polished piece every week and feels proud of it.
How it works
Choose one prompt each week and follow four simple days:
Day 1: break down the prompt, plan and write a first draft
Day 2: revise using your guiding questions
Day 3: type the final version
Day 4: edit one or two grammar skills, then read it aloud
Inside the guide
A step-by-step method for building a prompt from any experience
The full 4-day writing process, with help for when they get stuck
Parent feedback questions and a simple “Is this good?” checklist
Writing prompts for all 16 informational reading skills, each with Basic, Building and Meaning versions
The 16 skills include main idea, text structure, text features, graphs and charts, author’s purpose, fact versus opinion, evidence, note-taking, research and more. (See the full list in the photos.)
Perfect for homeschool families with growing writers, especially upper elementary and middle school. It pairs beautifully with the Teaching Informational Reading Skills guide.
What you get: a 58-page digital guide, ready to download the moment you buy it.
Start this week with the last thing your child learned about.
For personal, single-family use.
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